UNIT 5: Global warming

Lesson 1: Getting started - A presentation about global warming

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Global warming.
- Gain vocabulary to talk about global warming
- Get to know the language aspects: participle and past participle clauses.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Have responsibility for protecting the environment
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. global warming (n) /ˌɡləʊbəl a gradual increase in world temperatures
ˈwɔːmɪŋ/

2. consequence (n) /ˈkɒnsɪkwəns/ a result of a particular action or situation, often one

that is bad or not convenient

3. temperature (n) /ˈtemprətʃər/ the measured amount of heat in a place or in the

body

4. atmosphere (n) /ˈætməsfɪər/ the mixture of gases around the earth

5. fossil fuel (n) /ˈfɒsəl ˌfjʊəl/ fuels, such as gas, coal, and oil, that were formed
underground from plant and animal remains
millions of years ago

6. carbon dioxide (n) /ˌkɑːbən daɪ the gas formed when carbon is burned, or when
 ˈɒksaɪd/ people or animals breathe out
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of global warming.
- To set the context for the listening and reading part.
b. Content:
- Earth quiz
c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Earth quiz Questions:
- Teacher shows the quiz. 1. Most places on Earth are warmer than they
- Ss work in 4 groups. Each group raises their hands were 100 years ago.
to take turns and answer the multiple-choice 2. Where have some of the strongest and
questions. The groups get points for every correct earliest impacts of global warming occurred?
answer. 3. How do scientists collect evidence about
- The group with the highest points is the winner. climate?
4. Which of the following gases does not trap
heat?
5. As average global temperature rises, ___
6. Which greenhouse gas is the main driver of
Earth’s current warming?
Key:
 1. True
2. In the Northern latitudes
3. All of the above
4. Nitrogen
5. average rainfall increases
6. Carbon dioxide

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to gain vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. Global warming (n)
- Teacher explains the meaning of the new vocabulary 2. Consequence (n)
by pictures. 3. Temperature (n)
- Teacher checks students’ understanding. 4. Atmosphere (n)
- Teacher reveals that these words will appear in the 5. Fossil fuel (n)
reading text and asks students to open their textbook to 6. Carbon dioxide (n)
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To identify words and phrases related to global warming used in the text.
- To help Ss identify the causes and consequences of global warming.
b. Content:
- Task 1: Listen and read. (p.52)
- Task 2: Read the conversation again and complete the diagram, using the following phrases.
(p.53)
 - Task 3: Match the words to make phrases. (p.53)
- Task 4: Complete the sentences using words and phrases from exercise 1. (p.53)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the book (p.52) as well
Questions:
as the conversation and answer the questions. - What can you see in the picture?
- Ss answer the questions in pairs. - How many people are there in
- Teacher plays the recording twice. Ss listen and read. the conversation?
- Teacher checks Ss’ prediction. T calls 2 Ss to read the - What do you think they are
conversation aloud. discussing?
Suggested answers:
- the Earth, the Sun
- 3 people
- They are discussing global
warming
Task 2. Read the conversation again and complete the diagram, using the following phrases. (5
mins)
- Ask Ss to work individually first and complete the diagram with Answer key:
the phrases. Encourage them to read the conversation again. 1. c
- Then put them in pairs to compare their answers. 2. a
- Check answers as a class. Encourage Ss to provide evidence 3. d
from the conversation for their answers. 4. b
E.g: Number 1 goes with choice c because Nam says, ‘burnt for
energy, fossil fuels release large amounts of carbon dioxide’.
Number 2 goes with choice a, and the evidence is in Mai
explanation ‘they act like the glass in a greenhouse. Trapping too
much of the sun’s heat, they stop it from escaping back into
space’.
Task 3. Match the words to make phrases. (5 mins)
- Have Ss look at the words in the two columns. Explain that these Answer key:
words are used to make phrases mentioned in the conversation in 1. c
Activity 1. 2. e
- Ask Ss to match the words individually. 3. b
- Check answers as a class. 4. a
- Elicit the meaning of any words or phrases Ss don’t know or 5. d
find hard to understand.
Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
- Tell Ss to read the incomplete sentences and check Answer key:
comprehension. 1. Burnt
- Have Ss work individually. Encourage them to find the verb 2. Trapping
phrases in the conversation. 3. adding
- Check answers by having individual Ss read the sentences.
- Ask them if they can name the grammar structure, i.e. present
participle and past participle clauses.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise speaking skills.
- To help Ss memorize the basic knowledge on the effects of global warming.
b. Content:
- Discussion
c. Expected outcomes:
- Students can identify one effect of global warming that they have personally experienced.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Discussion
What is one effect of global warming that you have Students’ own answers
personally experienced? (Students can tell more if
possible)
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan

Date of teaching
 Unit 5: Global warming
Getting started - A presentation about global warming
*Warm-up

* Vocabulary
1. Global warming (n)
2. Consequence (n)
3. Temperature (n)
4. Atmosphere (n)
5. Fossil fuel (n)
6. Carbon dioxide (n)
- Task 1: Listen and read.
- Task 2: Complete the diagram.
- Task 3: Match the words to make phrases.
- Task 4: Complete the sentences.
- Task 5: Discussion

*Homework
 UNIT 5: GLOBAL WARMING
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use sentence stress appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to global warming.
- Use present participle and past participle clauses correctly.
2. Core competence
- Be collaborative and supportive in pair work and team work.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Be aware of global issues and protect the environment
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 5, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Present participle Past participle
The present participle is used to form a participle The past participle is a verb form usually
clause when the participle and the verb in the ending in -ed, which normally has a passive
main clause have the same subject and the action meaning.
is done by the same person or thing. Similar to present participles, past participles
The present participle is a verb form ending in - can form past participle clauses, but with a
ing and it has an active meaning. passive meaning.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech - Continue to explain task expectations in small
chunks (before every activity).
- Provide vocabulary and useful language before
 assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on global warming.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can get further understanding of global warming.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link: https://ed.ted.com/lessons/climate-
- Ss work in 4 groups. change-earth-s-giant-game-of-tetris-joss-
- Teacher shows a video about causes and effects of fong
global warming.
- All teams watch the video and answer questions. Suggested questions and answers:
- Teacher checks the answers of each group. 1. Which game was mentioned?
- The group that has the most correct answers is the - Tetris
winner. 2. What else do we call carbon dioxide?
- Greenhouse gas
3. Why do people cut down trees?
- To make room for agriculture
4. How much has the amount of CO2
increased in the atmosphere since 1750?
- By 40%

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise sentence stress appropriately.
b. Content:
- Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (p.53)
- Task 2: Underline the stressed words in the sentences. Listen and check. Then practise
saying the sentences with a natural rhythm. (p.53)
c. Expected outcomes:
 - Students can say the given sentences with a natural rhythm.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (5 mins)
- Play the recording and ask Ss to listen to the sentences.
Have them pay attention to the sentence stress (the
stressed words in bold) and rhythm (the combination of
stressed and unstressed syllables).
- Play the recording again, pausing after each sentence
for Ss to repeat.
- Have Ss read the notes in the Remember! box. Check
understanding by asking individual Ss to briefly explain
what words to stress in their spoken sentences to sound
natural and fluent.
- Ask Ss to work in pairs, taking turns to read the
sentences. Call on some Ss to read them out loud.
Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the
sentences with a natural rhythm. (7 mins)
- Ask Ss to read the information in the Remember! box Answer key:
carefully. 1. The village was completely destroyed by
- Have them quickly look through the sentences, floods.
underline the stressed words, and practise saying the 2. Some gases are released in the air
sentences with a natural rhythm.
through human activities.
- Play the recording for Ss to check if they have correctly
3. Has the earth's temperature increased
underlined the stressed words. In stronger classes, ask Ss
to mark the word stress, e.g ˈvillage, comˈpletely, de in the past few years?
ˈstroyed. 4. Some environmental disasters will
- Check answers as a class. become more frequent.
- Play the recording again, pausing after each sentence
for Ss to repeat.
- Ask Ss to work in pairs, taking turns to practise reading
the sentences. Call on some Ss to read them out loud.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words and phrases related to global warming.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.54)
- Task 2: Complete the sentences using the words and phrases in task 1(p.54)
 c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words with their meanings. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:
related to global warming. 1. e
- Teacher has Ss match each word with its meaning. 2. c
- In weaker classes, do the first one as an example before 3. d
asking Ss to match the rest individually or in pairs. 4. a
- Check answers as a class. 5. b
Task 2. Complete the sentences using the words and phrases in task 1. (6 mins)
Answer key:
⮚ - Tell Ss to read the sentences carefully and decide which
1. renewable
word in Activity 1 can be used to complete each of the
2. waste
sentences. Tell them to change the forms of some words if
necessary. 3. released
4. coal
⮚ - Ask Ss to work individually to complete the sentences. 5. fossil fuels
Remind them to use the context clues to help them decide on
each word. Then put Ss into pairs to compare their answers
with a partner.
⮚ - In weaker classes, have Ss look up the words in the glossary
if necessary.
⮚ - Check answers as a class by having Ss call out the missing
word first, then read the whole sentence.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise and practise present participle clauses.
- To help Ss recognise and practise past participle clauses.
b. Content:
- Task 1: Find and correct the mistakes in the following sentences. (p.55)
- Task 2: Rewrite these sentences using past participle clauses. (p.55)
c. Expected outcomes:
- Students can use participle clauses in sentences.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Find and correct the mistakes in the following sentences. (6 mins)
- Focus Ss’ attention on the structure of the present participle Answer key:
clause (a verb form ending in -ing). 1. Was waiting Waiting

- Ask Ss to paraphrase the 2 examples in the Remember! box: 2. Saw Seeing

3. were planting planting
‘Trapping too much of the sun’s heat, greenhouse gases stop it
from escaping back into space’ => ‘As / Since greenhouse
gases trap too much of the sun’s heat, they stop it from
escaping back into space.’
‘Walking on the beach, they picked up litter.’ => ‘While they
were walking on the beach, they picked up litter.’
- Ask Ss to focus on the subject in each sentence and ask
questions to elicit that the participle and the verb in the main
clause have the same subject and the actions are done by the
same person or thing.
- Have Ss correct the sentences individually or in pairs.
- Check answers as a class.
Task 2. Rewrite these sentences using past participle clauses. (7 mins)
Suggested answer:
⮚ - Ask Ss to read the explanation and examples in the
1. Not kept cool in hot weather, farm
Remember! box carefully and check their understanding. Tell animals can suffer from heat stress.
them to pay attention to the form of the past participle (a verb
2. Worried about the consequences of
form usually ending in -ed) and two main uses of past
deforestation, some farmers stopped
participle clauses (i.e. giving the reason for an action and
burning trees to create farmland.
expressing a condition).
3. Produced in huge amounts, carbon
⮚ - Have Ss study the example before asking them to do the dioxide causes air pollution and
activity individually. Walk round the class and offer help if climate change.
necessary.
⮚ - Put Ss into pairs and have them compare their sentences.

⮚ Check answers as a class.

⮚ - In weaker classes, have Ss write the sentences on the board

and explain the paraphrases.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 2: Language
*Warm-up
Video watching
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Underline the stressed words.
* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Find and correct the mistakes.
- Task 2: Rewrite these sentences.

*Homework
 UNIT 5: GLOBAL WARMING
Lesson 3: Reading - The UN Climate Change Conference

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for general ideas and for specific information in the news about the UN Climate
Change Conference.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be aware of global issues and find solutions for them
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 5, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on climate change;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
 - Describing game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Describing game
- Students work in 3 groups
- Students look at the pictures and describe the
situations before and after.
- Ss raise hands to take turns describing the
pictures.
-Teacher leads into the new lesson.

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (5 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Task 1. Work in pairs. Look at the pictures and discuss the environmental problems you see.
(p.55)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Look at the pictures and discuss the environmental problems you see.
(5 mins)
- Ask Ss to work in pairs to discuss the pictures Questions:
and identify the environmental problems. What can you see in the pictures?
- Ask some guiding questions. Do you think human activities like farming can
- Invite individual Ss to share their answers with cause any negative impacts on the environment?
the class. How does deforestation contribute to global
- Introduce the topic of the reading text. warming?
Have you heard about global efforts to deal with
climate change?

e. Assessment
 - Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (22 mins)

a. Objectives:
- To help Ss practise reading for main ideas in an article about the climate change conference.
b. Content:
- Task 2. Read the article and choose the best title for it. (p.55)
- Task 3. Read the article again. Match the highlighted words with their meanings. (p.56)
- Task 4. Read the article again and choose the correct answers A, B, or C. (p.56)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the article and choose the best title for it. (8 mins)

- Have Ss read the whole text quickly to get an overall idea. In weaker
classes, go through the answer options and check understanding. Answer key:
- Ask Ss to work in pairs to compare their answers. Walk round the C - Main goals of this year’s
class and provide help if necessary. COP
- Remind them that incorrect headings for a section are often
“irrelevant” (i.e., not mentioned in the section), “too narrow” (i.e., only
representing part of the section) or “too general” (i.e., not specific to
that section only).
- In weaker classes, have Ss read the article and find the most important
pieces of information and summarise them. This can help them
recognise the right title.
- Check answers as a class.
Task 3. Read the article again. Match the highlighted words with their meanings. (7 mins)

- Ask Ss to read the article. Focus their attention on the context of the
highlighted words and have them look for clues offering direct or Answer key:
indirect suggestions about their meanings, e.g. CO2 in paragraph 2 1. d
suggests that emissions are gases while methane is a gas as in paragraph 2. c
5 it is defined ‘a greenhouse gas’. Preposition between used after 3. b
balance prompts equal things in a situation. 4. a
- Check answers as a class.
- Ask Ss to make sentences with each of the words to check
understanding if time allows.
Task 4. Read the article again and choose the correct answers A, B, or C. (7 mins)
- Have Ss read the multiple-choice questions. Check Ss’ understanding
and explain new or difficult vocabulary if necessary. Answer key:
- Ask Ss to read the article again. Have Ss work individually to answer
1. C
the questions. Encourage them to discuss and compare their answers
with a partner. 2. A

- Check answers as a class. Have Ss explain the answers by providing 3. C

evidence from the article, e.g. Choices A and B in question 1 are (the 4. B
paraphrases of) key goals 2 and 3 while choice C is not (Paragraph 5
says, ‘The last key goal is to reduce methane emissions’). 5. B

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (9 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Discussion (p.56)
c. Expected outcomes:
- Students can use the ideas and language in the reading passage to talk about their opinions
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Discussion Suggested solutions
- Ask Ss to work in groups of three or four. 1) Use less energy at home
- Tell Ss to brainstorm and suggest some possible 2) Plant trees
solutions to global warming. Have Ss think about things 3) Walk, bike, or use public transport
they can do as individuals to help fight global warming. 4) Eat more vegetables and less meat
- Suggest that Ss make use of graphic organisers for 5) Choose eco-friendly products
brainstorming, e.g., spidergrams. An example is at
6) Switch to green power
https://www.savecoastalwildlife.org/solutions-to-global-
7) Follow 4Rs: Reduce, reuse, repair,
warming
- Ask Ss from different groups to share their ideas with recycle
the rest of the class. Encourage them to explain how
each action will help limit of stop global warming, e.g.,
Use less energy at home (less greenhouse gas
emissions); Plant trees (more oxygen, less CO2)
- Praise for workable solutions and fluent delivery.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about effective methods to live healthily and increase life
expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 3: Reading
The UN Climate Change Conference
*Warm-up

- Task 1: Look at the pictures and discuss the environmental problems.

- Task 2: Choose the best title.
- Task 3: Match the highlighted words with their meanings.
- Task 4: Choose the correct answers.
- Task 5: Discussion

*Homework
 UNIT 5: GLOBAL WARMING
Lesson 4: Speaking – Human activities and global warming

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about human activities and global warming.
- Gain some language expressions to ask for and give opinions.
2. Competences
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Have responsibility for protecting the environment
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on cause-effect relation.
- To set the context for the speaking part;
- To help Ss get ready for the lesson by providing some background information.
b. Content:
- Matching game
c. Expected outcomes:
- Students can follow the instructions to perform the task successfully.
 d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Matching game Key:
- Teacher shows some causes and effects of global 1. Ice on the poles is melting - Sea level is
warming on the screen. rising
- Ss works in 4 groups. The groups raise hands to take
turns to match the causes with the correct effects. 2. The snow fell all night - Schools and
- The group with the highest points is the winner. factories are closed today.
3. It rained all week - The town was flooded
4. Lightning struck the tree - It burned and
blocked the road

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (12 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Introducing tips to give instructions.
- Task 1. Match the activities (1–3) with their possible effects on the environment (a–f).
(p.56)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs.
(p.57)
c. Expected outcomes:
- Students can use key language more appropriately when they speak.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the activities (1–3) with their possible effects on the environment (a–f). (5 mins)
- Ask Ss to have a look at the activities and their possible effects Suggested answers:
on global warming. Check understanding. Explain any new words 1. c, e
or phrases. 2. a, d
- Have Ss match the activities with their effects on the 3. b, f
environment. Ask them to discuss and compare answers with a
partner.
- Check answers as a class.
Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (7
mins)

- Ask Ss to focus on the sentences in the box and make sure they
understand their meaning. Have Ss read through the incomplete
discussion about the reasons why cutting down or burning forests Suggested answers:
is the most serious problem causing global warming. 1. B
- In weaker classes, ask questions to elicit the answers. e.g. Mark 2. D
starts the conversation by asking Mai for her opinion. Which of 3. A
the options in the box expresses her opinion? Mark wants to know 4. C
why she thinks that or the reasons. Which of the options is a
suitable answer?
- Check answers as a class.
- Have Ss read the explanations and examples in the Tips box.
Focus their attention on the tips useful for presenting ideas clearly
in a discussion and ask which of the tips and which words / phrases
Mai has used (all the tips; words / phrases: I think, There are two
main reasons, First).
- Ask Ss to practise the conversation in pairs.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)

a. Objectives:
- To provide a model conversation in which speakers discuss which human activity contributes most
to global warming and practise presenting ideas clearly.
- To give Ss an opportunity to personalise the model conversation and discuss other causes of
global warming.
b. Content:
- Task 3 Work in pairs. Talk about the other human activities that contribute to global
warming. Use the ideas in task 1, the model and the tips in task 2 to help you. (p.57)
c. Expected outcomes:
- Students can present their ideas clearly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in pairs. Talk about the other human activities that contribute to global warming.
Use the ideas in task 1, the model and the tips in task 2 to help you.

- Explain the task and remind Ss of the tips for presenting ideas
clearly in a discussion. Students’ practice
- Ask Ss to work in pairs. They should talk about other human
activities and how they contribute to global warming.
- Remind Ss to use the expressions in the Tips box to state ideas,
agree or disagree and introduce arguments.
- Walk round to provide help if necessary.
- Encourage them to swap roles so that each student has a chance to
ask and answer about human activities and global warming.
- Invite some pairs of Ss to role-play their conversation in front of
the whole class. Praise for good effort, clear pronunciation, well-
structured questions and interesting answers.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FREE PRACTICE (15 mins)

a. Objectives:
- To give Ss an opportunity to take part in a group discussion about global warming, then
report their discussion to the whole class.
b. Content:
- Task 4. Work in groups. Decide which human activity contributes to global warming the
most. Report to the whole class. (p.57)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about global warming and
report to the class.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Decide which human activity contributes to global warming the most.
Report to the whole class.
- Ask Ss to work in groups to prepare a discussion about human
activities and global warming. Students’ practice.
- Tell groups to choose a group leader whose role is to keep the
discussion going and ensure that everyone has a chance to speak.
Remind group members that they need to listen without interrupting
their classmates, wait for their turn to speak, take notes, and contribute
ideas.
- Walk round the class to provide help when necessary and encourage
quiet group members to get involved.
- Invite some groups to present their discussion in front of the class
and answer any questions from the rest of the class.
- Praise groups who present their opinions and arguments clearly.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 4: Speaking – Human activities and global warming
*Warm-up
Matching game

- Task 1: Match the activities with their effects.

- Task 2: Complete the conversation.
- Task 3: Talk about the other human activities that contribute to global warming.
- Task 4: Decide which human activity contributes to global warming the most.

*Homework
 UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- listen for main ideas and specific information in a talk about black carbon and global
temperature
- Memorise vocabulary to talk about climate change.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 5, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. soot (n) /sʊt/ a black powder composed mainly of carbon,
produced when coal, wood, etc. is burned

2. soil (n) /sɔɪl/ the material on the surface of the ground in which
plants grow; earth

3. crop (n) /krɒp/ a plant such as a grain, vegetable, or fruit grown in

large amounts on a farm, or the total amount gathered
of such a plant

4. melt (v) /melt/ to turn from something solid into something soft or
liquid

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
 deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they know the pronunciation and
recording. understand the meaning of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To set the context for the listening part.
b. Content:
- Climate change quiz
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Climate change quiz Questions (PPT slides):
- Teacher shows the questions about climate change. 1. True or False: Wasting less food is a way to
- Questions are shown one by one, the whole class reduce greenhouse gas emissions.
compete to answer the questions. 2. Which of the following is a greenhouse gas?
- After the game, Ss with the highest point is the 3. What is the greenhouse effect?
winner. 4. What can you do to help fight climate
- Teacher leads in the lesson. change?
Key:
1. True
2. All of the above
3. When the gases in our atmosphere trap heat
and block it from escaping our planet
4. All of the above

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (10 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
 - Pre-teach vocabulary related to the content of the lesson.
- Task 1: Work in pairs. Match the words with their meanings. (p.57)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary with different 1. soot (n)
techniques (pictures, actions, synonyms …) 2. soil (n)
- Teacher checks students’ understanding with the “Rub out and 3. crop (n)
remember” technique. 4. melt (v)
- Teacher asks Ss to take notes in their notebooks.
Task 1. Work in pairs. Match the words with their meanings. (5 mins)
Key:
- Ask Ss to look at the picture and try to elicit the pollutant, e.g.
1. c
Open fires release black carbon or soot.
2. a
- Write the phrase ‘black carbon’ on the board. Ask Ss if they know
3. d
its meaning. Tell them it is also known as ‘soot’.
4. b
- Ask Ss to do the activity by matching the words with their
meanings. Walk round the class and provide help if necessary. Point
out the part of speech (v, n) and explain any difficult words or
phrases.
- Check answers as a class. Make sure Ss understand the words by
asking Ss to make sentences with them.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
b. Content:
- Task 2. Listen to a talk and choose the main idea. (p.57)
- Task 3. Listen to the talk again. Choose the correct answers A, B, or C (p.57)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 2. Listen to a talk and choose the main idea. (7 mins)
Answer key:
- Tell Ss that they are going to listen to a talk about black carbon. Have Ss read the
title options and check understanding. C
- Ask them to read the three ideas and check their understanding. In weaker
classes, make sure Ss understand more difficult vocabulary such as produce,
contribute, sources, emissions, affect. Pre-teach them if necessary.
- Ss listen to the recording and do as instructed.
- T reminds Ss that incorrect choices are often “irrelevant” (i.e., not mentioned in
the talk), “too narrow” (i.e., only representing part of the talk) or “too general”
(i.e., too broad or too vague).
- Check answers as a class. Explain why C is the correct answer (i.e., black carbon
emissions come from several sources and affect the earth’s temperature) and why
other answers are incorrect (i.e., A, B aree ko ‘irrelevant’ or not mentioned).
Task 3. Listen to the talk again and choose the correct answers A, B, or C. (8 mins)

- Give Ss some time to read through the questions and underline key words to help
them work out the answers. Check if they understand all the vocabulary. Answer key:
- In stronger classes, ask Ss if they can answer the questions without listening to 1. B
the conversation again. 2. B
- In weaker classes, pre-teach some difficult vocabulary such as consist of, 3. C
previously thought, last, increase, speed of melting. 4. A
- Play the recording once in stronger classes and twice in weaker classes.
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the places where Ss can
find the answers, e.g. choice B is the answer to question 1 (‘these huge fires are the
world’s biggest source of soot’), choice C is the answer to question 2 (‘it only lasts
for a few days or weeks’), choice C is the answer to question 3 (‘when black
carbon falls onto ice or snow, it warms the surface and increases the speed of
melting’), choice A is the answer to question 4 (‘offering me the opportunity to
talk about black carbon’, ‘So what do you think we should do’).

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (12 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To give Ss an opportunity to use the ideas and language in the listening to talk about sources
of black carbon in their city or neighbourhood.
- To give students authentic practice in using target language.
 - To revise opinion phrases in the Speaking section.
b. Content:
- Task 4. Work in groups and answer the questions. (p.57)
c. Expected outcomes:
- Students can use the language and information from the unit to present their own ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups and answer the questions. (p.57)

- Ask Ss to work in groups. Have Ss decide if black carbon Question:

is found in their city or neighbourhood and give reason(s) for
- Is black carbon found in your city or
their answer. Tell Ss to note down their ideas.
neighbourhood?
- In weaker classes, do the brainstorming with all Ss and
- If so, where does it come from?
write the best ideas on the board.
- Invite some Ss from each group to present a summary of
their discussions to the class. Student’s practice
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson –Writing.
Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature
*Warm-up

* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Choose the main idea.
- Task 3: Choose the correct answers A, B, or C.
- Task 4: Answer the questions.
 *Homework

UNIT 5: GLOBAL WARMING

Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a leaflet about ways to reduce black carbon
emissions.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of global issues and protect the environment
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 5, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of leaflet.
- To set the context for the writing part.
b. Content:
- LEFT/RIGHT quiz.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
 d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz - “Left or Right?”
- Teacher shows the questions one by one, the whole (PPT slides)
class answer the questions. Posters/ booklets/ poster/ banner/ leaflet
- After each question, teacher pauses for a moment to
ask Ss to raise their hands to answer.
- Teacher leads in the lesson by linking formal request
to proposal.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (15 mins)

a. Objectives:
- To help Ss build up ideas that they can later use for their writing.
- To familiarise Ss with the structure and language of a leaflet.
b. Content:
- Task 1: Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the
reasons (a–i) for doing so. (p.58)
- Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips
on page 59 to help you. (p.58)
c. Expected outcomes:
- Students understand the reasons to reduce black carbon emissions.
- Students can identify the structure and language of a leaflet.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the reasons
(a–i) for doing so. (8 mins)
- Have Ss work in pairs. Tell them to look at the ways to reduce black
carbon emissions and the reasons. Answer key:
- Explain any new words. Ask Ss to do the matching, then discuss 1. a, c, d
and check their answers with a partner. 2. f, g, i
- Check answers as a class. 3. b, e, h
Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips on
page 59 to help you. (7 mins)
- Ask Ss to work in pairs and study the five-part structure of the Key:
sample leaflet. 1. a 2. b 3. d
- Tell them to read the tips for writing a leaflet and check their 4. c 5. e
understanding.
- In weaker classes, explain any new or difficult words, either in the
tips or in the sample (e.g. slogan, call for action, renewable energy,
warming effect, run out, solid fuels, switch to, organic waste etc.).
- Ask Ss to look at the leaflet and label its parts, using the words in
the box.
- Walk round the class to provide help if necessary.
- Check answers as a class.
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (10 mins)

a. Objectives:
- To help Ss practise writing a leaflet about ways to reduce black carbon emissions.
b. Content:
- Task 3. You are organising your school's Green Fair. Write about 120–150 words to
complete the leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (p.59)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. You are organising your school's Green Fair. Write about 120–150 words to complete the
leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (12 mins)
- Explain the task. Ask Ss to refer back to the suggested SAMPLE
ideas in 1, and study the sample paragraph and tips in 2 How dangerous is using solid fuels at
carefully. Make sure Ss understand the structure and the home?
language of a leaflet. Many people still use solid fuels like coal
- In weaker classes, provide the first paragraph of the and wood for heating and cooking.
However, when burnt at home, they
suggested answer below as a model by reading it aloud or
produce black carbon and other
displaying it on the board. Check Ss’ understanding. pollutants. The tiny pieces of black carbon
- Explain that they can use the ideas suggested in 1 when released from indoor stoves can enter the
they develop their paragraphs. human body and cause serious health
- Remind Ss that writers often provide detailed problems. Household air pollution kills
explanations or examples to support each idea in a millions of people every year.
Use soot-free fuels!
paragraph. Set a time limit for Ss to write in class.
- In weaker classes, put Ss in pairs or groups to help each Renewable energy is the future!
other. Walk round the class to provide help. Renewable energy is clean and free of
- If time allows, encourage Ss to swap their writing with a black carbon and greenhouse gases, so it
partner for peer feedback. Ask them to focus on the does not pollute the environment.
content, language, and structure in their comments. Renewable energy can replace fossil fuels
Encourage Ss to make some revisions based on their because it is convenient and reliable.
Fossil fuels will be used up in this century
partners’ suggestions before they produce a final draft. while renewable energy will never run out
- Collect Ss’ paragraphs and give face-to-face feedback in because it comes from the Earth’s natural
private, or give them back with some written feedback. sources.
Power the planet with renewable energy!

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss do 2. Legibility: …/10
the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and mechanics:
and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and corrects as the
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.
 Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions
*Warm-up

- Task 1: Match the ways to reduce black carbon emissions with the reasons.
- Task 2: Label the parts of the leaflet.
- Task 3: Complete the leaflet.

* Cross-checking

*Homework
 UNIT 5: GLOBAL WARMING
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- To review expressions for giving warnings and responding.
- Understand the environmental impact of farming and how to reduce it
2. Core competence
- Be able to give warnings and responding;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to share the awareness to help the Earth when necessary.
- Protect their surrounding environment.

II. MATERIALS
- Grade 11 textbook, Unit 5, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. atmosphere (n) /ˈætməsfɪə(r)/ the mixture of gases that surrounds the earth

2. crop (n) /krɒp/ the amount of grain, fruit, etc. that is grown in one season

3. deforestation (n) /ˌdiːˌfɒrɪˈsteɪʃn/ the act of cutting down or burning the trees in an area

4. farming (n) /ˈfɑːmɪŋ/ the activity of working on a farm or organizing the work there

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in groups. that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a - Explain expectations for each task in detail.
speech - Continue to explain task expectations in small
chunks (before every activity).
- Provide vocabulary and useful language before
 assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the impact of farming on the
environment.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can identify keywords and information from the video to answer the questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link: https://www.youtube.com/watch?
- Ss work in groups and watch the video. v=7I0v3LhKhQg
- There are 3 questions which relate to the video.
- T asks Ss to raise their hands and answer the Suggested answer:
questions.
- The group which gets the most correct answers 1. False
is the winner. 2. 6 kilograms
Questions: 3. We can consume fewer animal products or even
1. Farm animals contribute less to the emission of go meat free.
CO2 than vehicles. True or False?
2. How many kilograms of plant protein are used
in order to produce 1 kilogram of animal protein?
3. What can we do to reduce greenhouse gas?

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To help Ss learn about ways to reduce the impact of farming on global warming.
- To provide Ss with a model conversation in which people give and respond to warnings.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise
it in pairs. (p 59)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below to help
you. (p 59)
 c. Expected outcomes:
- Students can use expressions for giving and responding to warnings.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (6 mins)
- Ask Ss if their family have ever used a coal-burning stove Answer key
for cooking or / and heating. 1. D
- Tell Ss that they are going to listen to a conversation 2. C
between two friends, Jane and Nga, about using a coal- 3. B
burning stove. While listening, they should complete the 4. A
conversation with the expressions they hear.
- Give Ss some time to skim through the conversation and
look for context clues for the missing expressions. In
stronger classes, encourage them to work out the answers
based on the context clues before they listen.
- Play the recording for Ss to do the activity.
- Check answers as a class. In weaker classes, play the
recording again, pausing after each blank to confirm the
correct answers.
- Put Ss into pairs and have them practise the conversation.
Useful expressions (5 mins)
- Teacher gives students a list of expressions to prepare for Useful expressions
Task 2 - Giving warnings
● I wouldn’t… if I were you!

● Watch out (for something)!

● I (must) warn you …

● mind your …
- Responding to compliments
● Thanks for (the) warning.

● I’ll be (more) careful (next

time). Thanks.
● Oh, really? I didn’t know that.
Thanks so much
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Use the expressions below to help you. (7 mins)
- Tell Ss that the words they used to fill in the gaps in Situations:
Activity 1 are part of expressions for giving and responding 1. Student A is burning rubbish. Student
B is warning him/her about the dangers
to warnings.
of open waste
- Ask Ss to read the list of useful expressions and check their
burning to people's health and the
understanding.
environment.
- Put Ss in pairs and explain the task: to role-play
2. Student B is building a campfire.
conversations like the one in Activity 1 but based on the two Student A is warning him/her about the
situations. Ss should play the roles given in this activity. risk of starting a forest fire and the
- Give Ss a few minutes to plan their conversations before health risks.
they role-play it (e.g., who will be Student A, who will be
Student B, and have them underline key words in the task
question). Have them write down some prompts to help
them. Encourage them to swap roles.
- Walk round the class and provide help when necessary.
- Invite some pairs to role-play their conversations in front of
the class. Praise for good effort, appropriate use of giving
and responding to warnings and fluent delivery.

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CLIL - REDUCING THE ENVIRONMENTAL IMPACT OF FARMING

(20 mins)
a. Objectives:
- To help Ss learn about ways to reduce the impact of farming on global warming.
b. Content:
- Task 1: Read the text and tick (
) the pictures that show ways to reduce global warming. (p.60)
- Task 2: Work in groups. Discuss the following questions. (p.60)
c. Expected outcomes:
- Students understand and can relate what they have learnt about farming and global warming
to their country.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary 1. atmosphere (n)
by pictures. 2. crop (n)
- Teacher checks students’ understanding and reveals 3. deforestation (n)
that these words will appear in the reading text and asks 4. farming (n)
students to open their textbook to discover further.
Task 1. Read the text and tick () the pictures that show ways to reduce global warming. (6
mins)
- Ask Ss some questions to find out what they already
know about the topic. Questions:
- Know:
- Ask Ss what they want to know about the topic. Write
Do you think farming causes global
their questions on the board.
warming? Does it harm the environment?
- Put Ss into pairs and have them study the pictures.
Does it emit any greenhouse gases? Which
Ask them to tell you what they see in each one.
greenhouse gas comes from farming?
- Ask Ss to read the text and tick the pictures that
- Want to know:
illustrate the ways of limiting global warming
Which farming activities contribute to global
mentioned in the text.
warming? How does raising farm animals
- Explain or elicit any new or difficult words, e.g. face
make the planet hotter? Why can growing
masks, be intended to, coal plants, flooded rice fields.
rice heat the earth’s atmosphere? How can
In stronger class, encourage Ss to guess their meaning
land-use increase the global temperature?
from context.
What has been done to reduce the impact of
- Check answers as a class by calling on pairs to speak farming on global warming?
out or write the answers on the board.
- Go back to the questions on the board, i.e. the things Answer key:
Ss wanted to know about the topic. Ask which of the 1, 4
questions they can answer now and cross them out.
Assign the rest for homework.

Task 2. Work in groups. Discuss the following questions. (10 mins)

- Tell Ss to read the text again and list the information Questions:
about the farming activities raising farm animals, - What farming activities in Viet Nam do you
growing rice, and land-use, which contribute to global think have a negative impact on the global
warming. Ask Ss if these activities in Viet Nam have a temperature?
negative impact on global warming.
- What do you think are the alternatives to
- Put Ss in groups and give them enough time to discuss those activities?
their answers.
- Ask some groups to share their ideas with the whole
class. Praise for good effort, clear pronunciation, well-
structured and interesting answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 - Looking back and project.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English
- Task 1: Complete the conversation.
- Task 2: Make similar conversations.
* CLIL
- Vocabulary
- Task 1: Read the text and tick the pictures
- Task 2: Discussion.

*Homework
 UNIT 5: GLOBAL WARMING
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 5;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of global warming.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Quiz (PPT slides) Key:
- Teacher shows the questions about global warming. 1. True
- Questions are shown one by one, the whole class 2. China
compete to answer the questions.
- After the game, Ss with the highest point is the winner. 3. 14%
- Teacher leads in the lesson. 4. Electricity & heat production
5. 2023

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss revise sentence stress and rhythm.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss revise the use of present participle and past participle clauses.
b. Content:
- Pronunciation: Listen and underline the stressed words. Then practise saying the sentences
with a natural rhythm. (p.60)
- Vocabulary: Choose the correct word or phrase to complete each sentence. (p.61)
- Grammar: Rewrite the sentences using present or past participle clauses. (p.61)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pronunciation: Listen and underline the stressed words. Then practise saying the sentences with
a natural rhythm. (4 mins)
- Ask Ss to work individually. Have them read the Key:
sentences silently and underlining the stressed words. 1. Forests are helpful in cooling down
- Play the recording, pausing after each sentence so that our planet.
Ss can listen and check if they have underlined the 2. Plants can store a lot of carbon in their
correct words. roots, branches, and leaves.
- Check answers as a class by asking individual Ss to call 3. Oceans can also remove carbon from
out the stressed words in each sentence. the atmosphere and store it.
- Play the recording again for Ss to repeat each sentence 4. Oceans may start releasing the carbon
chorally. If time allows, have Ss practise reading the they store as global temperatures rise.
sentences, focusing on sentence stress and rhythm.
Vocabulary: Choose the correct word or phrase to complete each sentence. (4 mins)
- Have Ss read each sentence and decide which word Key
best completes it. Make sure that they know all the 1. coal
words. 2. releasing
- In weaker classes, have Ss work in pairs or groups. 3. Renewable energy
- Check answers as a class. 4. fossil fuels
Grammar: Rewrite the sentences using present or past participle clauses. (4 mins)
- Explain to Ss that they are going to review the use of Key:
present and past participle clauses.
- In weaker classes, have Ss review the grammar rules in 1. Being a fіrefighter
the Language lesson before they do the exercise. If 2. Frightened by the forest fires
necessary, write the incomplete sentences on the board 3. Flooded with water after the heavy rain
and explain the structures. 4. destroying all the wildlife there
- Walk round the class to provide help if necessary.
- If time allows, ask Ss to work in pairs to compare
answers.
- Check answers as a class.
- In stronger classes, ask individual Ss to read the
completed sentences and explain which participle clause
they have used.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills,
and to practise reporting survey results in an oral presentation.
b. Content:
Project: What can we do every day to help limit global warming
c. Expected outcomes:
- Students practice working on a project.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Work in groups. Carry out a survey to find out how people in your area are reducing the
negative impact of their daily activities on the environment and trying to limit global warming.
Report your survey results to the class.
- As Ss have prepared for the project throughout the unit, the focus of Students’ presentations
this lesson should be on the final product, which is a presentation of
survey results.
- Have Ss work in their groups. Give them a few minutes to prepare for
the presentation.

- Give Ss a checklist for peer and self-assessment. Explain that they will have to tick () appropriate items while l
- If necessary, go through the criteria for assessing their talk to make
sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage the
rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give
Ss marks for their presentation as part of their continuous assessment.
e. Assessment
- T gives comments and feedback to all the presentations, and awards a prize to the group
which has the most votes.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 6.

Board Plan

Date of teaching
Unit 5: GLOBAL WARMING
Lesson 8: Looking back and project
*Warm-up

* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
What we can do every day to help limit global warming

*Homework